Usha Goswami is Professor of Education at the University of Cambridge and a Fellow of St John's College, Cambridge. She is also Director of the Centre for Neuroscience in Education, which carries out research into the brain basis of literacy, numeracy, dyslexia, and dyscalculia. Dr Goswami has received numerous awards for her work, including the British Psychology Society Spearman Medal, the Norman Geschwind-Rodin Prize for Dyslexia research, and fellowships from the Leverhulme Trust in the United Kingdom, the National Academy of Education in the United States, and the Alexander von Humboldt Foundation in Germany.

"All these will find the material in this new companion topical and challenging . . The essays are provided with generous and well-chosen lists of further reading, and many of the works will or should be in any well-stocked academic or research library". (Reference Reviews, 2011)"This is an authoritative, comprehensive and cutting-edge account of psychological theory and research on children's cognitive development from infants to early adolescence. Written by a cast of world leading academics, this handbook provides a single volume resource that covers all the major topics...This second edition reflects the significant developments within the field arising from the latest cognitive neuropsychological research...This handbook brings together such a wealth of material to constitute possibly the single best reference book in its subject area and, as such, should serve as a key text for advanced students, researchers and practitioners." (The Psychologist, May 2011)"Overall, the handbook is a thoughtful and valuable reference work, to which users can refer for an impressive range of research." (Julia Carroll, Journal of Child Psychology and Psychiatry, 44:6)"Though the structure of this book is similar to other volumes in the series, I welcome it with even greater enthusiasm than the rest. While they all summarise and review the latest scientific research in their particular area of child development, research in the field of infant cognition has, in the last few years, completely overturned all previous conceptions. This volume, therefore, not only summarises and updates the literature in its field, but also replaces much of it ... at the moment this book series is the cutting edge ... As with other volumes in the series, all libraries serving postgraduate level studies in psychology and related disciplines should seriously consider acquisition." (Martin Guha, Librarian, Institute of Psychiatry, Reference Reviews, 17 February 2003)"Summing up: Highly recommended. Upper-division undergraduates through faculty and professionals." (K.L. Hartlep, California State University, Bakersfield, Choice, March 2003)"The book is a timely addition to to the literature on infant and child cognitive development... The significant value of this volume lies in the breadth of its coverage and the sheer comprehensiveness of its execution... For academics and researchers in the field of infant and child cognitive development this is an invaluable resource that encompasses the current state of knowledge in this central developmental area." (Mark Tomlinson, Journal of Child and Adolescent Mental Health, 2005, 17(2))

• Acknowledgements xList of Contributors xiIntroduction 1Part I Infancy: The Origins of Cognitive Development 51 How Do Infants Reason About Physical Events? 11Renée Baillargeon, Jie Li, Yael Gertner, and Di Wu2 Social Cognition and the Origins of Imitation, Empathy, and Theory of Mind 49Andrew N. Meltzoff3 Kinds of Agents: The Origins of Understanding Instrumental and Communicative Agency 76György Gergely4 Social Cognition and Social Motivations in Infancy 106Malinda Carpenter5 Born to Categorize 129Paul C. Quinn6 Early Memory Development 153Patricia J. Bauer, Marina Larkina, and Joanne Deocampo7 Early Word-Learning and Conceptual Development: Everything Had a Name, and Each Name Gave Birth to a New Thought 180Sandra R. Waxman and Erin M. LeddonPart II Cognitive Development in Early Childhood 2098 Development of the Animate–Inanimate Distinction 213John E. Opfer and Susan A. Gelman9 Language Development 239Michael Tomasello10 Developing a Theory of Mind 258Henry M. Wellman11 Pretend Play and Cognitive Development 285Angeline Lillard, Ashley M. Pinkham, and Eric Smith12 Early Development of the Understanding and Use of Symbolic Artifacts 312Judy S. DeLoachePart III Topics in Cognitive Development in Childhood 33713 Memory Development in Childhood 347Wolfgang Schneider14 Causal Reasoning and Explanation 377Barbara Koslowski and Amy Masnick15 Inductive and Deductive Reasoning 399Usha Goswami16 The Development of Moral Reasoning 420Larry P. Nucci and Matthew Gingo17 Spatial Development: Evolving Approaches to Enduring Questions 446Lynn S. Liben and Adam E. Christensen18 Children's Intuitive Physics 473Friedrich Wilkening and Trix Cacchione19 What is Scientific Thinking and How Does it Develop? 497Deanna Kuhn20 Reading Development and Dyslexia 524Margaret J. Snowling and Silke M. Göbel21 Children's Understanding of Mathematics 549Peter Bryant and Terezinha Nuñes22 Executive Function in Typical and Atypical Development 574Philip David Zelazo and Ulrich Müller23 Language and Cognition: Evidence from Disordered Language 604Barbara Dodd and Sharon Crosbie24 The Empathizing-Systematizing (E-S) Theory of Autism: A Cognitive Developmental Account 626Simon Baron-CohenPart IV Theories of Cognitive Development 64125 Piaget's Theory: Past, Present, and Future 649Patricia H. Miller26 Vygotsky and Psychology 673Harry Daniels27 Information-Processing Models of Cognitive Development 697Graeme S. Halford and Glenda Andrews28 Neuroconstructivism 723Gert Westermann, Michael S. C. Thomas, and Annette Karmiloff-Smith29 Individual Differences in Cognitive Development 749Robert J. SternbergIndex 775